Model of Values-Based Management Process in Schools: A Mixed Design Study

Abstract

The aim of this paper is to evaluate the school administrators' values-based management behaviours according to the teachers' perceptions and opinions and, accordingly, to build a model of values-based management process in schools. The study was conducted using explanatory design which is inclusive of both quantitative and qualitative methods. The quantitative phase of the study was designed in the relational-screening model. The quantitative data were collected from 305 teachers working in the province of Sivas through Values-Based Management Scale. The qualitative phase of the study, however, was conducted using case study design. The qualitative data were collected from 10 teachers working in the province of Sivas. The quantitative findings of the study suggest that teachers perceive the administrators' values-based management behaviours as highly positive, while qualitative findings show that they attach great importance to the administrators' values-based management behaviour. In this sense, it can be said that the qualitative findings account for and are supportive of the quantitative findings. The 'model of values-based management process in schools' built based on research results are presented in the Conclusion section.

Excellent Vocational School Development Management in Indonesia

“…The school recognizes the demands for changes in values that must be cultivated in superior schools. Doğan (2016) states that the values that exist in an institution are revealed through the determination of the vision and targets that have been determined. Values are not only based on the local content of the school but must be combined with universal values that are developing internationally Value is something good, which is aspired to.…”

Bridging the Gap: Traditional vs. Modern Education (A Value-Based Approach for Multiculturalism)

“…Moreover, it is essential to explore how a value-based approach can bridge the gap and create a more holistic educational experience [6][7][8] for students and teachers. In this regard, Dogan believes, "the empowerment of the employees who believe in the organization's values and respect to employees enable the employees to work at full capacity and to become happy" ( [6], p. 84]); moreover, "making radical changes in the behaviors of individuals based on the values is composed of three stages, including seeing, feeling and change" and for instance, "the stage of 'seeing' increases the employees' awareness towards the values" [6]. The significance of this research lies in its potential to inform educators, policymakers, and stakeholders on the path towards a more balanced and meaningful educational model.…”

Developing Akhlak Karimah Values through Integrative Learning Model in Madrasah

“…The aforementioned educational initiatives have faced significant challenges primarily due to the inadequate quality of education, particularly in the realm of moral education (Rahmawati, Tsuroyya, & Mustagfiroh, 2020). However, a critical factor contributing to the deficiency of values in various educational and learning activities is the insufficient emphasis placed on them (Doğan, 2015). It is essential for education to integrate and transmit values (Aspin, 2007) yet learning activities often prioritize cognitive objectives (Prasetyo et al, 2019).…”